Ege English early version. Ege in foreign languages
Option No. 510277
USE - 2017. Early wave in English
When completing tasks with a short answer, enter in the answer field the number that corresponds to the number of the correct answer, or a number, a word, a sequence of letters (words) or numbers. The answer should be written without spaces or any additional characters. To complete tasks 1, 2, listen to the audio recording and write down the correct sequence of numbers. For tasks 3-9, listen to the interview and choose one of the three answers. In task 10, match texts A-G with headings 1-8. There is one extra heading in the assignment. In task 11, read the text and fill in the gaps A-F with parts of the sentences marked with numbers 1-7. One of the parts in the list 1-7 is extra. Read the text and complete tasks 12-18. In each task, write down the number 1, 2, 3 or 4 in the answer field, corresponding to the answer you have chosen.
When completing tasks 19-25, transform, if necessary, words printed in capital letters so that they grammatically correspond to the content of the texts. Write down answers without spaces, commas and other additional characters; do not copy the answer words from the browser, enter them by typing from the keyboard. When completing assignments 26-31, form single-root words from words printed in capital letters so that they correspond grammatically and lexically to the content of the text. Write down answers without spaces, commas and other additional characters; do not copy the answer words from the browser, enter them by typing from the keyboard. Read the text with gaps marked 32-38. Write in the answer field the number 1, 2, 3 or 4 corresponding to the answer you have chosen.
If the option is set by the teacher, you can enter or upload answers to the tasks with a detailed answer into the system. The teacher will see the results of the short answer assignments and will be able to grade the uploaded answers to the long answer assignments. The points given by the teacher will be displayed in your statistics.
Version for printing and copying in MS Word
You will hear 6 statements. Match the statements of each speaker A-F with the statements given in list 1-7. Use each statement, indicated by the corresponding number, only once. There is one extra statement in the assignment. You will hear the recording twice.
1. A uniform makes the school a better organized place.
2. Uniforms help improve the discipline at schools.
3. Uniforms can help prevent crimes at school.
4. Uniforms will not make life at school better.
5. Uniforms can teach students how to behave professionally.
6. Getting used to uniforms is good for a future career.
7. Uniforms make students focus more on their learning.
| Speaking | A | B | C | D | E | F |
| Statement |
Answer:
You will hear dialogue. Determine which of the following statements A–G correspond to the content of the text (1-True) which do not match (2 - False) and what the text does not say, that is, on the basis of the text, neither a positive nor a negative answer can be given (3 - Not stated). Enter the number of your choice of answer in the table. You will hear the recording twice.
Use the player to listen to the recording.
A. Jake succeeded in his school-leaving exams.
B. Jake has an elder brother.
C. Jake wants to teach the subject Miss Clark teaches.
D. Miss Clark is surprised with Jake's career choice.
E. Jake doesn't believe in the abilities of every student.
F. Miss Clark thinks Jake's made the right choice.
G. Miss Clark isn't happy to hear Jake's words.
Write down the numbers in response, arranging them in the order corresponding to the letters:
| A | B | C | D | E | F | G |
Answer:
Use the player to listen to the recording.
What do we learn about Alice at the beginning of the interview?
1) She has an Academy award already.
2) She's 18 years old.
3) She was born in Brazil.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
Which of the following is TRUE about Alice's family?
1) She takes part in a business with her family.
2) All of her relatives live in São Paolo.
3) Many of her relatives work in show business.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
What made Alice want to become an actress?
1) A theater play she once saw.
2) Her school in São Paolo.
3) Glossy magazines about stars.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
Which is TRUE about Alice's current project?
1) Her character is very beautiful.
2) Her part isn't in English.
3) Her friend offered her the role.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
Why did Alice sign up for Queen of the South?
1) Because of the film director.
2) Because of the role she had to play.
3) Because she had written the book.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
What does Alice's acting coach help her with?
1) Getting to know the character.
2) Memorizing the lines.
3) Suggesting ideas about costumes.
Answer:
You will hear the interview twice. Choose the correct answer 1, 2 or 3.
Use the player to listen to the recording.
What does Alice say about having to act in English?
1) It's easier when she spends a long time working on it.
2) It's no problem for her anymore.
3) It makes her translate all the time.
Answer:
Match texts A-G and headings 1-8 . Record your answers in a table. Use every number just one time. There is one extra heading in the assignment.
1. Reasons to be afraid
2. Fight your fear
3. A place of wonders
4. How to say thank you
5. Visiting for wild life and animals
6. Learn to be grateful
7. It's never too late to learn
8. Reading non-verbal language
A. Nowadays when it’s all too easy to send an email or text, the best way to show that you are grateful to somebody is to actually mail a hand-written card. The person who gets it will know you took the extra time and thought to write a card and put it in the mail with a nice stamp. That person will appreciate your efforts much more. Plus, you'll get the added bonus of feeling grateful a little longer than usual as you write out each note and wait for it to arrive.
b. Music is a noble passion, and people who can play a musical instrument have always been seen as intelligent people. Learning how to play a musical instrument is far more efficient if you do it in childhood. However, there are millions of adults who learn to enjoy music throughout their lives. Moreover, they don’t focus on just one instrument, but specialize in two or even more, if they have the time and the necessary ambition.
C. Millions of people avoid air travel each year because of their fear of flying. The fear of accidents happening is probably the most common fear among air travelers. It is an understandable fear, since there have been many aviation accidents throughout history. Some people may have a fear that the plane has some type of malfunction or breakdown, while others may have a fear that the weather or turbulance will affect the plane.
D. Try to understand that being scared is just an illusion that makes you limited and miserable. Take control of your mind and don't let your imagination create frightening pictures in your head. If you cannot deal with it, you should make attempts to leave your comfort zone. Choose things and activities you are afraid of and meet your worries face to face, because it is impossible to run away from them. Just face your troubles no matter how powerful they may seem.
E. When you get chronically bored with something, your mind gets used to seeing the world negatively. It is necessary to break the chain of negative thoughts and train your mind to notice the best. Just write down 5 things you are thankful for. This way, your mind will change for the better in a while. The thankfulness will open your eyes to the beauty of the world around you and will help you to focus on positive moments in your life.
F. If you go to Ireland, go to isolated distant places in the country, talk to the locals and they will tell you the stories about the mythical Irish place, called the Otherworld. They believe that it is the land of paradise and happiness. In Irish poetry and tales, it is described as a series of islands near Ireland where the various fairytale creatures lived. Also the Otherworld seemed to be able to move from one location to another.
G. Many people can understand the nature of character without talking to the person they are interested in. The gestures and postures usually reflect the mood and the level of the person's confidence. It's easy to notice a highly confident person even in a big group of people. They stand in one place without constant moving from place to place, and they always make eye contact with the person they are talking to.
Answer:
Read the text and fill in the gaps A-F parts of sentences marked with numbers 1-7 . One of the parts in the list 1-7 is extra. Enter the numbers indicating the corresponding parts of the sentences in the table.
Peter and Paul Fortress
The Peter and Paul Fortress in St. Petersburg, located on small Hare Island, is the historic core of the city. The history of St. Petersburg begins with the history of the fortress.
Since 1700 Russia had been fighting the Northern War against Sweden. By 1703 the lands by the Neva River were conquered. To protect them from the attacks of the Swedes it was necessary to build a strong outpost here. The fortress was founded on Hare Island 16 (27) May, 1703 by joint plan of Peter I and French engineer Joseph-Gaspard Lambert de Guerin. This day is well known A_______________________.
The fortress stretches from west to east with six bastions B_______________________. The Peter's Gate on the east side, C_____________________, has remained since the time of Peter I. The Peter and Paul Cathedral, D______________________________ emperors and the monument of Russian baroque, was completed after the death of the emperor, in 1733. The weathervane as a golden angel with a cross, E_______________________, is one of the main symbols of the city. On the opposite side of the cathedral, there is the Mint building, constructed in the time of Paul I by architect A. Porto. Coinage was moved to the fortress F_______________________ in the time of Peter I. The Peter and Paul Fortress has never directly participated in any fighting. From the very beginning of its existence it was used as a political prison. Since 1924 the Peter and Paul Fortress has been a part of the Museum of the History of St. Petersburg.
1. as the day of the birth of St. Petersburg
2. which was designed by D. Trezzini
3. which was the burial place of Russian
4. and reminding of the rich history of the city
5. as the most protected part of the city
6. which is located on the spire of the cathedral
7. that are located at the corners
Answer:
At the beginning of the article the author reminds that the new media technologies …
1) turn our attention off morals.
2) used to frighten the majority of people.
3) improve human brainpower.
4) could make people less intelligent.
mind over mass media
Answer:
What has life proved about electronic technologies according to the author?
1) Scientists can't do without them.
2) They could increase the crime level.
3) They don't disrupt brainwork.
4) Television influences intelligence.
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
According to the author, the arguments of the critics of new media make neuroscientists feel …
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
What does the example of Woody Allen’s reading of “War and Peace” illustrate?
1) Scientific research of brain supports critics of new media.
2) Technology hardly influences the way brain deals with information.
3) Experience with technology is significant for intellectual abilities.
4) Speed-reading programs improve information-processing.
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
The phrasal verb “takes on” in “Media critics write as if the brain takes on the qualities …” (paragraph 6) is closest in meaning to …
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
Which negative effect of information flood does the author recognize?
1) Inefficient access to data.
2) Lack of self-control.
3) Continuous distraction.
4) Shallow mindfulness.
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
mind over mass media
New forms of media have always caused moral panic: the printing press, newspapers, and television were all once denounced as threats to their consumers’ brainpower and moral fiber. So too with electronic technologies. PowerPoint, we're told, is reducing discussion to bullet points. Search engines lower our intelligence, encouraging us to skim on the surface of knowledge rather than dive to its depths. Twitter is shrinking our attention spans.
But such panic often fails basic reality checks. When comic books were accused of turning juveniles into criminals in the 1950s, crime was falling to record lows. The decades of television, transistor radios and rock videos were also decades in which I.Q. rose scores continuously.
For a reality check today, take the state of science, which demands high levels of brainwork. These days scientists are never far from their e-mail, rarely touch paper and cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying.
Critics of new media sometimes use science itself to press their case, citing research that shows how “experience can change the brain”. But cognitive neuroscientists roll their eyes at such talk. Experience does not remake the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.”
Moreover, the effects of experience are highly specific to the experiences themselves. If you train people to do one thing, they get better at doing that thing, but almost nothing else. Music doesn't make you better at math. Accomplished people immerse themselves in their fields. Novels read lots of novels, scientists read lots of science.
The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat”. As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that reading Twitter postings turns your thoughts into Twitter postings.
Yes, the continual arrival of information packets can be distracting or addictive. But distraction is not a new phenomenon. The solution is to develop strategies of self-control. Turn off Twitter when you work and put away your smartphone at dinner time.
And to encourage intellectual depth, don't rail at PowerPoint or Google. It’s not as if habits of deep reflection or thorough research ever came naturally to people. They must be acquired in universities, and maintained with constant analysis, criticism and debate. They are not granted by propping a heavy encyclopedia on your lap, nor are they taken away by efficient access to information on the Internet.
The new media have caught on for a reason. knowledge is increasing exponentially; human brainpower and waking hours are not. Fortunately, the Internet and information technologies are helping us manage and search our collective intellectual output at different scales, from Twitter to e-books and online encyclopedias. Far from making us stupid, these technologies are the only things that will keep us smart.
Answer:
« CHOOSE» so that it grammatically matches the content of the text. Did you know?
Here are some interesting facts about Australia. Canberra __________________ as the capital because Sydney and Melbourne could not stop arguing which city should be the capital of Australia.
Answer:
Transform, if necessary, the word IT so that it grammatically corresponds to the content of the text.
The sports capital of the world has 70 percent of __________________ total population participating at least once a week in a particular recreational activity or sport.
Answer:
Transform, if necessary, the word ORGANIZE
80% of Australians believe Australia has a strong culture and identity characterized by honesty, sports and multiculturalism based on research __________________ by the Australia Day Council of NSW in 2008.
Answer:
SEEso that it grammatically corresponds to the content of the text. The wolf and the goat
A hungry wolf was out searching for a meal. He
A goat feeding on grass on top of a high cliff. The wolf wished to get the goat to climb down from the rock and into his grasp and he called out to her.
Answer:
Transform, if necessary, the wordGREENso that it grammatically corresponds to the content of the text.
“Excuse me, dear Goat,” he said in a friendly voice, “It is very dangerous for you to be at such a height. Do come down before you injure yourself. Besides, the grass is much __________________ down here. Take my advice, and please come down from that high cliff.”
Answer:
Transform, if necessary, the wordNOT CAREso that it grammatically corresponds to the content of the text.
But the goat knew too well of the wolf's intent. “You __________________ if I eat good grass or bad.
Answer:
Transform, if necessary, the word EATso that it grammatically corresponds to the content of the text.
What do you care about is __________________ me.”
Answer:
Form from the wordCOMPETE
Texas Rodeo
The rodeo is a really exciting event. It is a thrilling __________________ between cowboys from all over the country.
Answer:
Answer:
Form from the wordVISITone-root word so that it grammatically and lexically corresponds to the content of the text.
The rodeo is a spectacular sight. If a __________________ has a place in the first row of the arena, he or she may even be sprinkled with sand by the passing horses.
Answer:
Form from the word PERFORM one-root word so that it grammatically and lexically matches the content of the text.
The __________________ usually starts with an opening ceremony by horsemen dressed in bright colors and carrying flags.
Answer:
Form from the wordCONSTANTone-root word so that it grammatically and lexically corresponds to the content of the text.
All through the show the master of the ceremony __________________ jokes with special clowns.
Answer:
Form from the wordPOSSIBLEone-root word so that it grammatically and lexically corresponds to the content of the text.
A rodeo in Texas is certainly an exciting experience which is practically __________________ for a tourist to forget.
Answer:
Insert missing word:
How to become a good leader
Answer:
Insert missing word:
How to become a good leader
Being a good leader takes work. It is not hard at all to 32 ______ the difference between a good and a bad boss. Exceptional leaders – those who are respected and 33 ______ by their team – have a lot of secret skills that they put to use every day.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Exceptional leaders are ones who regularly 37 ______ employees of the main goal. A team needs to know what they're marching towards. With a larger vision in mind, their day-to-day work has more purpose.
Great leaders 38 ______ sure their daily behavior is a model for their team. They’re reliable (meaning they always follow through on what they’ve promised), they respect people’s time (meaning they don’t make others wait unnecessarily), and they retain a thoughtful, objective approach to problems or issues.
Answer:
Insert missing word:
How to become a good leader
Being a good leader takes work. It is not hard at all to 32 ______ the difference between a good and a bad boss. Exceptional leaders – those who are respected and 33 ______ by their team – have a lot of secret skills that they put to use every day.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Exceptional leaders are ones who regularly 37 ______ employees of the main goal. A team needs to know what they're marching towards. With a larger vision in mind, their day-to-day work has more purpose.
Great leaders 38 ______ sure their daily behavior is a model for their team. They’re reliable (meaning they always follow through on what they’ve promised), they respect people’s time (meaning they don’t make others wait unnecessarily), and they retain a thoughtful, objective approach to problems or issues.
Answer:
Insert missing word:
How to become a good leader
Being a good leader takes work. It is not hard at all to 32 ______ the difference between a good and a bad boss. Exceptional leaders – those who are respected and 33 ______ by their team – have a lot of secret skills that they put to use every day.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Exceptional leaders are ones who regularly 37 ______ employees of the main goal. A team needs to know what they're marching towards. With a larger vision in mind, their day-to-day work has more purpose.
Great leaders 38 ______ sure their daily behavior is a model for their team. They’re reliable (meaning they always follow through on what they’ve promised), they respect people’s time (meaning they don’t make others wait unnecessarily), and they retain a thoughtful, objective approach to problems or issues.
Firstly, building relationships – both with your team and your partners – is crucial in leading a team. That means your success depends greatly 34 ______ interpersonal skills and emotional intelligence. Emotional intelligence is the ability to recognize, understand, and manage our emotions, as well as understand the emotions of others. It’s a part of how we navigate social situations and then make decisions to 35 ______ goals. Several studies have found that a strong emotional intelligence is a top factor for a leader’s success. 36 ______ to the research, managers with the strongest emotional intelligence were much more likely to succeed.
Exceptional leaders are ones who regularly 37 ______ employees of the main goal. A team needs to know what they're marching towards. With a larger vision in mind, their day-to-day work has more purpose.
Great leaders 38 ______ sure their daily behavior is a model for their team. They’re reliable (meaning they always follow through on what they’ve promised), they respect people’s time (meaning they don’t make others wait unnecessarily), and they retain a thoughtful, objective approach to problems or issues.
Answer:
You have received a letter from your English-speaking pen-friend Nancy who writes:
… We had an awful summer this year. What was the weather like in the place where you spent your summer this year? What do you do on rainy days in summer? What is your favorite season and why?
Our history class this year is just fantastic! ...
Write a letter to Nancy.
Answer her questions
Ask 3 questions about the way her room looks now
Write 100–140 words.
Remember the rules of letter writing.
Choose only ONE of the two proposed statements and express your opinion on the proposed problem according to this plan.
Comment on one of the following statements.
1. Space exploration was the greatest achievement of the 20th century.
2. Some people believe that English should be the only foreign language taught at our schools. Others think that German, French and Spanish should continue.
What is your opinion? Do you agree with this statement? Write 200–250 words. Use the following plan:
− make an introduction (state the problem)
− express your personal opinion and give 2–3 reasons for your opinion
− express an opposing opinion and give 1–2 reasons for this opposing opinion
− explain why you don't agree with the opposing opinion
− make a conclusion restating your position
Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.
Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have 1.5 minutes to read the text silently, then be ready to read it out aloud. You will not have more than 1.5 minutes to read it.
| A tree is a woody plant of a big size, usually over 20 feethigh. It grows with a single trunk with branches on the upper part. The parts of a tree are the leaves and needles, buds, cones and flowers, branches and twigs, a trunk or a stem and roots. The world's tallest tree is located in California, the USA. The world's oldest tree is also in California. It is more than 4600 years old. Trees have many important functions. For example, they help prevent erosion. They also provide building materials. Many trees are grown by people because of their edible fruits and nuts. Without trees it would be difficult for people to breathe. Trees keep our air supply fresh. They take in harmful gases and produce oxygen. In fact, this is the way trees and other plants make their food. One large tree can provide a day's oxygen for up to four people. |
Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.
Study the advertisement. Make your life easier with our new kitchen unit!
You are considering joining the Chess Club and now you'd like to get more information. In 1.5 minutes you are to ask five direct questions to find out about the following:
2) training courses
3) fee membership
5) getting to the place
You have 20 seconds to ask each question.
Solutions to tasks with a detailed answer are not checked automatically.
On the next page, you will be asked to check them yourself.
These are photos from your photo album. Choose one photo to describe to your friend.
You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes (12–15 sentences). In your talk remember to speak about:
Where and when the photo was taken
What/who is in the photo
What is happening
Why do you keep the photo in your album
Why did you decide to show the picture to your friend
Hi all!
On the nose, as they say, the main test in your favorite subject. What am I talking about? Yes, about the exam in English, of course! Here are some already shot back on April 8, passing the exam (his?) ahead of schedule. Let's take it apart with you assignments of the oral part of the early exam in English 2016, which were published on the site fipi.ru
task 1.
Imagine that you are preparing a project with your friend. You have found some interesting material for the presentation and you want to read this text to your friend. You have 1.5 minutes to read the text silently, then be ready to read it out aloud. You will not have more than 1.5 minutes to read it.
People have enjoyed sports for thousands of years. Children, men and women play sports both for pleasure and for challenge. Every sport involves a physical skill. Every sport has a set of rules that the players of the sport follow. In some sports one person competes against other individuals. Examples of these sports include boxing, tennis and so on. In many games one team competes against the other team.
People can go in for winter and summer sports. Summer sports are typical for warmer countries. Those who live in regions that experience cold winters have long enjoyed ice skating, skiing, and sledding. These activities have grown immensely in popularity over the years. Today thousands of resorts cater to the winter tourist trade, and millions of people each year take winter sports vacations.
Listen to the audiofile below:
Audio: Adobe Flash Player (version 9 or higher) is required to play this audio. Download the latest version. Also, JavaScript must be enabled in your browser.
Vocabulary
women [´wimin] - (pl. h. from"women") women
pleasure [´pleʒə] - pleasure
set of rules - set of rules
to compete - compete, compete
to go in for sports - go in for sports
ice skating - speed skating
skiing - skiing
sledding - luge
immensely - extraordinarily, extremely
to cater [´keitə] - serve, supply
Task 2.
Study the advertisement.
You are considering buying some flowers and now you'd like to get more information. In 1.5 minutes you are to ask five direct questions to find out about the following:
Best presents in our flower boutique!
2) opening hours
3) kinds of flowers in stock
4) if they sell pot plants
5) discounts for big orders
You have 20 seconds to ask each question
Vocabulary
boutique - a boutique, a small store of fashionable and expensive goods
in stock - in stock, in stock
pot plants - indoor flowers (plants)
discount - discount
sample answer
- Where is your flower boutique located / located?
- What are the opening hours of the boutique? / When is the boutique open?
- What kinds of flowers are there in stock? / What kinds of flowers do you offer? / What kinds of flowers are available in your boutique?
- Do you sell pot plants? / Are there any pot plants on the sale? / You sell pot plants, don't you?
- Are there any discounts for big orders? / Are discounts for big orders available?
task 3.
Imagine that these are photos from your photo album. Choose one photo to present to your friend. You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes (12–15 sentences). In your talk remember to speak about:
- where and when the photo was taken
- what/who is in the photo
- what is happening
- why do you keep the photo in your album
- why did you decide to show the picture to your friend
You have to talk continuously, starting with: “I’ve chosen photo number …”
Photo 1 Photo 2 Photo3
I "ve chosen photo number 2. (Be sure to start your answer with this phrase, after selecting the photo number).
First of all, I should admit that winter is my favorite season and I try to spend a lot of time outdoors when the weather is not very frosty and cold. So this picture was taken on a wonderful winter day in the local park. I usually go there with my friends at weekends.
Can you guess who is in the photo? Right, in the foreground of the picture you can see my best friends Dasha and Nastya. They are having fun playing snowballs. They are both in a good mood and laughing. In spite of the fact that it is winter, they are wearing light clothes. Nastya is wearing a red tracksuit and a hat that her granny has knitted for her. Dasha prefers to wear jeans wherever she goes. Also, she's got a trendy white hat.
The ground is covered with plenty of fresh snow. In the background of the picture you can see bare trees which, I hope, don't spoil the view.
You know I keep this photo in my album because we are school-leavers and soon we’ll go to study in different towns that’s why I try to capture the best moments we spend together which will remind me of our friendship and school years.
I decided to show this picture to you because I want you to learn how cute my friends are and to tell you how much I will miss them after leaving school (how much they mean for me).
That's all I wanted to say. (phrase for examiner)
Task 4.
Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:
- give a brief description of the photos (action, location)
- say what the pictures have in common
- say in what way the pictures are different
- say which of the ways of taking care of your health presented in the pictures you'd prefer
- explain why
You will speak for not more than 2 minutes (12–15 sentences). You have to talk continuously.
Now I will compare and contrast these two photos.
I’d like to stress out right from the beginning that lots of young people nowadays are concerned about a healthy lifestyle. And these two photos prove that. (opening phrase)
So the theme which relates these photos is the way people take care of their health.
Let me start with the first picture which shows young people who are doing some exercises in the gym at the moment. They are walking on the treadmills. There is a screen in front of each person. I think it might be very convenient to watch the records of your walking speed, pulse and number of loosing calories. It seems to me that they are having their training in the evening when their working day is over.
As for the second picture you can see a young girl jogging in the city park. She is wearing a nice coral T-shirt and dark sports trousers. I guess the action is taking place in a warm summer morning because you can see bright spells of the sun on the emerald green grass and trees. The girl is very slender and looks very happy.
As I've already mentioned both pictures young people who are taking up sports to be in a good shape (to feel strong and healthy). And this is the main similarity between them. Also both pictures show us cheerful people who really enjoy doing sports (who are doing sports with pleasure).
First, we independently perform auditing for 2017.
- A uniform makes the school a better organized place.
- Uniforms help improve the discipline at schools.
- Uniforms can help prevent crimes at school.
- Uniforms will not make life at school better.
- Uniforms can teach students how to behave professionally.
- Getting used to uniforms is good for a future career.
- Uniforms make students focus more on their learning.
My comments on assignment No. 1 - Listening - Early Unified State Examination in English - 2017
The verdict is final and not subject to appeal. A disgusting assignment.
The student who took the exam and posted the answers on the Internet made 1 mistake.
Her answers to the early exam in 2017. the following are 341576.
So one answer is wrong. I am sure that the error is in the text C - instead of the number “1”, you should most likely choose “2”.
My answers matched those of the student, and I would have received 5 points out of 6 (read below how I “calculated” the correct 2 answers in the most controversial texts D and F).
More than 90% of teachers with experience in preparing for the Unified State Examination chose the following answers: 341675, which means that they made 3 mistakes out of 6, and would have received 3 points for the basic level task. Unrealistic, right?
The reason is a disgustingly designed assignment, proving that the USE exam is still the same lottery. The headlines are very illiterate, they have the strongest word overlaps. I suggest you check it out for yourself.
First pair of overlays:
1. A uniform makes the school a better organized
place.
2. Uniforms help improve the discipline
at schools.
Second pair of overlays:
5. Uniforms can teach students how to behave professionally .
6.Getting used to uniforms is good for a future career .
Do you want to know how I calculated the last pair correctly?
Easily! For the first time in my life, I decided to drop all deep analysis, and when I heard the words from 'FUTURE CAREER' 6, I knew that this was our key! I don't care that it's exactly the same as the title. Some kind of hook. And that was the correct answer.
Not logical, right? (First they say - think and do not rush to similar phrases, but in reality - the opposite is true).
Detailed analysis of task No. 1 on the early exam
– English – 2017
Let's see what sentences can be used to understand which heading goes where. So, the correct answers to the early exam in English - listening No. 1
342576
Key words in headings are in capital letters
Speaker A – Uniforms can help prevent CRIMES at school.
I honestly support school uniforms and let me explain why. I think one of the problems our current generation is facing is that they are all influenced by gang culture
. It is the root cause of numerous evils at schools, and many people from my school are members in the so-called school gangs
. With uniforms, I believe, there are not so many chances for conflicts and violence
. Besides, it creates a healthy team culture and harmony on campus.
*By the way, the first time I listened, I didn't understand the word GANG at all. It's great that the guy said it again, plus the words conflicts and violence convinced me of the correctness of my guess.
Speaker B NOT make life at school better.
I think when a person hears the word ‘school’, the first two things that come to mind are discipline and rules. Everybody knows that we kids love to break rules
and it is hard to make us obey
. Almost daily at schools, it is common to spend some time making us obey
certain rules and disciplining us. Making us wear a uniform is a part of it but I don't think there's any point in trying to do so
because kids will be kids. They never obey
.
A lot about discipline and rules: discipline, obey, break rules, obey, rules, obey. It begins to seem that this is either 1 heading or 2nd. But no, the phrase there's any point in trying to do so. The girl clearly shows her negative attitude, which is confirmed in the title through will NOT.
Now hold on tight!
We have two twin headers. And if the girl chose the wrong heading number 1, then the correct heading is number 2.
- A uniform makes the school a better ORGANIZED place.
- Uniforms help improve the DISCIPLINE at schools.
Speaker C
My school has a dress code which is not exactly a uniform and some students treat this too creatively. Every morning our teachers start to check our clothes and so on. This happens during the first class so I think a lot of valuable lesson time could be saved if we had a strict uniform policy at school
. People in charge would not have to worry about checking what each and every student is wearing and whether it’s acceptable or not.
If you think logically (which, as we found out, it’s better NOT to do at the exam in English), then heading No. 1 fits better, because ORGANIZED place is exactly the place where people don’t waste time checking the dress code in the first lesson .
And if it is even more logical: discipline = organization, organization = discipline. I have no idea on what basis the USE compilers made a distinction between these two concepts.
Speaker D- Uniforms can teach students how to behave PROFESSIONALLY .
My school doesn't have a uniform and I don't like it. You may be surprised but look – the best schools in the country do have uniforms and nobody there minds that! I think a uniform creates a sense of belonging and a feeling of pride among students towards their institution. I think students wearing a school uniform are more likely to develop a sense of community spirit
which can be later quite useful at work with teambuilding
and things like that.
The level of confusion is 99. There are no direct clues, but the highlighted words leaned me more towards heading #5 (and I was right).
speaker-e Uniforms make students FOCUS more on their LEARNING .
I think school isn't about studies now. It's more about hanging out at the canteen, and playing music but you rarely hear anyone having a good conversation about a lecture. I wish we had a uniform to help us concentrate more on our studies.
When all students are wearing a similar outfit, they are less concerned about what other people are wearing. They tend to bond nicely with peers and can create an environment where they can learn in a group.
The easiest piece of listening for me, which was clear to me right away. Unfortunately, two of my five students made a mistake here:((….
Speaker F- Getting used to uniforms is good for a FUTURE CAREER .
I support uniforms because I think they are useful for my future career
. Dress codes and uniforms are a part of practically every job now. Professionalism* is very important as we grow up and especially when we enter a corporate setup. Of course, I understand that there are no uniforms in some offices but I believe professionalism* is what uniform-friendly children are better at than casually dressed kids. So I don't mind wearing a uniform to school.
*Here we hear the words FUTURE CAREER and PROFESSIONALISM. What to choose? .. After all, these words are in two headings. How to be? .. I solved this question in a completely “smart way”))) In excerpt D there was not a single word, but there was not even a hint of a future career, but here there is FUTURE CAREER. This is the basis on which I came to my conclusion.
P.S. Maybe the second heading is wrong?… Numbers 3 and 7 (texts A and E) matched for everyone, but texts B and C are a big problem…
Examination in a foreign language is in great demand among children who plan to further study at universities of just this kind.
In the state exam in foreign languages next year is not planned. It is planned to break all the questions into written part and questions requiring verbal answers
Some new points will appear in the procedure for passing the state exam. The student will be given three attempts to pass the exam.
USE in English 2018 try to take about 9% of graduates. Changes in the examination affected only the structure of tasks. Was introduced oral part, and modified the form of several questions. In general, the exam remained the same as in previous years.
USE in German 2018 was changed in the first part, where test items were replaced by oral questions.
USE in French 2018 enjoys particular unpopularity among teenagers, however, even so, the number of low ratings is quite small. A number of changes affected the structure and form of the tasks themselves. Some questions about which it was required to choose the correct answer from the proposed options were replaced with tasks in the form of matching.
USE in Spanish 2018 is also not popular, due to the low quality of teaching in schools. However, there are surprisingly few negative marks in this foreign language. There are no changes in the state exam, with the exception of structural rearrangements.
A number of innovations will affect the USE in foreign languages in the future. Starting from 2018, a trial run of the Chinese language exam will take place. It will be fully operational by 2020. In the future, we plan to make foreign languages one of the compulsory subjects. This should happen by 2022.
The structure of tasks of the USE 2018 in foreign languages
For each foreign language, their own KIMs. The number of questions in tasks for each language is 46 .
The questions are divided into two groups. The first group are test tasks, and the second group in 2018 became oral.
First 14 questions relate to the listened text, are basic and require the choice of an answer from the proposed ones. Next 7 questions, require answers already in the written text.
A number of questions also concern the grammatical and lexical norms of the language and the answer, consisting of one word. When passing the test, you are required to write a letter to a friend. The last task is an essay on the chosen topic. In general, the questions in all languages are the same.
Letter to the Unified State Examination in Foreign Languages 2018
As a task for the exam in a foreign language, it is proposed to write a personal letter to a friend in a foreign language. According to the requirements, the volume of the answer should not exceed 100-140 words. In general, the task is not difficult, but it must be compiled quickly and in compliance with certain rules.
The rules for formatting and content are usually as follows:
- the address of the recipient and the date of the letter are indicated in the upper right corner;
- the letter should begin with an informal greeting with the name of the recipient;
- it is very important to remember that a comma is placed after the treatment;
- the text is divided into a number of logical paragraphs;
- the first paragraph consists of gratitude to a friend for the message, the second is devoted to all issues that need to be raised according to the rules of the assignment itself, the last part indicates the reason why it is necessary to complete the letter and future contacts.
Before the exam test, a teenager should make an approximate letter template so that during the exam they do not waste time formulating and compiling it.
Essay in the exam in foreign languages 2018
Another task in the state exam in a foreign language was writing an essay. Perhaps this task can be attributed to the most difficult tests in the exam. This is due to the fact that writing a paper requires high-quality content and a clear structuring of the text.
It is considered a big mistake of graduates that they complete the task in the wrong form, namely, instead of writing an essay with elements of reasoning, they simply do an essay. This does not allow to fully reveal the voiced topic.
Required in essay writing use a purely formal style and do not use abbreviations. Also, do not use introductory words in the work.
The success of the work lies in clearly structuring the essay. The writing plan should be as follows:
- The first paragraph formulates the main problem, which will be discussed further in the text.
- The second paragraph should contain your point of view on the problem and the reasons why other opinions are not acceptable.
- At the end, the discussion is summarized.
A very important point to remember is that the amount of work should be no more and at least 200-250 words. Otherwise, the task will not be counted.
Categories of those who pass the exam in foreign languages
To pass a test in a foreign language, you need to register and receive a special document to participate in the exam. Everyone is eligible to take the state exam. It can be school graduates, and teenagers who did not score the required number of points. Also, graduates of secondary vocational institutions who want to improve their previous results and enter a higher educational institution can take part in the examination.
Also, citizens of foreign countries can participate, provided that they have completed the general school curriculum.
How to become a participant in the USE 2018
Registration of the application required to pass the examination test may take place in several places. First of all, such a document is accepted by the school organizers of the examination. Registration of the application is also allowed in the commission for admission to the university and in the regional body of the municipality.
It is very important that the application contains all the data of the teenager, as well as the disciplines in which the teenager wants to be examined.
To pass the test in the early period, the application is registered before February, and to pass the exam in the main period, the student must register before the beginning of December.
Early delivery of the exam in foreign languages in 2018
If earlier it was allowed to take the state exam ahead of schedule only for those teenagers who have good reasons, such as: conscription, relocation or competitions, then next year it is planned to allow everyone to take the state exam ahead of schedule. Early delivery of the exam allowed on March 28 - the oral part and on April 28 the written part. Reserve day - 6 April.
The disadvantage of such option lies in the fact that an additional burden falls on the child, since he is forced to combine his activities at school and preparation for the exam, which negatively affects the level of school performance and the number of points received in the state exam. The advantage, as before, is that a teenager can pass the state exam in advance and prepare for admission to a university.
Additional information about the USE 2018
Before going to the exam, the student needs to familiarize himself with the list of subjects approved by Rosobrnadzor that are allowed for the exam. The main items allowed are a passport, a worksheet and a black gel pen.
For a number of disciplines, some reference materials may be used. As a rule, before the exams, a specification of subjects is drawn up, in which these subjects and materials are indicated.
As for a foreign language, as additional materials, you can use sound-reproducing equipment and media containing texts to complete a number of tasks.
It is strictly forbidden to bring cell phones and other electronic computing devices to the examination. Also prohibited are manuals, textbooks, brochures that are not listed in the list of permitted items.
There are situations when there is a violation of the examination procedure by the organizers. In this case, the examiner has the right to protest the state exam itself. To do this, you need to fill out two copies of the complaint without leaving the audience and give it to the organizers, take one copy with their mark for yourself.
In the event that disagreement arises regarding the number of points scored, then here, the teenager can protest the results by filing a complaint throughout two business days. Note that the check will be performed on the entire work and the number of points can be further reduced if additional errors are found. A very important point to be aware of is that the work should be re-checked by independent experts. Here is the time for drafting a response to the appeal is three days.
For several years, teenagers have not received a paper document confirming the passing of exams. This certificate was replaced by an electronic version of the document, which is registered on the official website of the Unified State Examination. The validity period of the certificate is four years from the moment of its compilation. The document indicates the data of the examiner and the number of points that he scored in compulsory subjects. Other disciplines can also be included in the certificate if the total score for them is satisfactory.
How to prepare for the USE 2018 in foreign languages
Preparation for the Unified State Examination in English 2018 or in other foreign languages, such as German, French, Spanish, is to use both similar questions and tasks, tests, and textbooks, manuals, brochures.
As preparation materials, the following manuals are quite suitable:
Suitable for preparing for the exam in English demo version of the exam in English 2018 and demo materials. These versions of the past USE, posted on the site FIPI(fipi.ru) are designed so that a teenager can prepare for the test in a mode as close as possible to what it will be at the exam itself.
Another way to prepare is through training. online tests. The advantage of such training is that the graduate can practice doing tasks for a while.
In order to properly prepare for the exam, both mentally and physically, a teenager should properly build the preparation process. Psychologists advise to draw up a clear preparation plan and set goals.
Parents are required to provide the necessary atmosphere to support their child throughout the entire period.
Statistics of passing the exam in foreign languages for the past years
All the years, foreign languages were not popular with teenagers. The lowest GPA was usually in German - 59 points. As for other languages, the average score there exceeds 65 points. The smallest number of speakers is in French, and English is considered the most popular. The maximum number of students who did not score the required number of points falls on the German language and is about 3,3% , and the largest number of hundred points is observed in the English language - 581 graduates.
Exam Schedule
Early stage of passing the exam in foreign languages in 2018 - March 28 (Wed) - orally; April 2 (Mon) - in writing, April 6 (Fri) - reserve day
The main stage of passing the exam in foreign languages in 2018 - June 9 (Sat) - orally; June 13 (Wed) - in writing. Reserve days - June 27 - oral part, June 29 - written.
This page contains demonstration versions of the exam in English for 2003 - 2019.
Starting from 2015, USE in English comprises two parts: written and oral, which includes five sections: "listening", "reading", "grammar and vocabulary", "writing" (written part) and "speaking" (oral part).
For the tasks of the first three sections in the demonstration versions, answers are given, and for the tasks of the fourth and fifth sections, evaluation criteria are given.
In comparison with, the criteria for evaluating the performance of task 40 of the "Writing" section in the written part of the exam, as well as the wording of task 40, in which the exam participant is offered a choice of two topics of a detailed written statement with elements of reasoning "My opinion", are specified.
Demonstration versions of the exam in English
Note that demo options are presented in pdf format, and to view them you need to have installed, for example, the freely distributed software package Adobe Reader on your computer.
| Demonstration version of the Unified State Examination in English for 2003 | |
| Demonstration version of the Unified State Examination in English for 2004 | |
| Demonstration version of the Unified State Examination in English for 2005 | |
| Demonstration version of the Unified State Examination in English for 2006 | |
| Demonstration version of the Unified State Examination in English for 2007 | |
| Demonstration version of the exam in English for 2008 | |
| Demonstration version of the Unified State Examination in English for 2009 | |
| Demonstration version of the exam in English for 2010 | |
| Demo version of the exam in English for 2011 | |
| Demo version of the exam in English for 2012 | |
| Demo version of the exam in English for 2013 | |
| Demo version of the exam in English for 2014 | |
| Demonstration version of the Unified State Examination in English for 2015 (written part) | |
| Demonstration version of the Unified State Examination in English for 2015 (oral part) | |
| Demonstration version of the Unified State Examination in English for 2016 (written part) | |
| Demonstration version of the Unified State Examination in English for 2016 (oral part) | |
| Demonstration version of the Unified State Examination in English for 2017 (written part) | |
| Demonstration version of the Unified State Examination in English for 2017 (oral part) | |
| Demonstration version of the Unified State Examination in English for 2018 (written part) | |
| Demonstration version of the Unified State Examination in English for 2018 (oral part) | |
| Demo version of the Unified State Examination in English for 2019 (written part) | |
| Demonstration version of the Unified State Examination in English for 2019 (oral part) |
Changes in the demonstration versions of the exam in English
Demonstration versions of the exam in English for grade 11 for 2004 - 2008 included five sections: "listening", "reading", "grammar and vocabulary", "writing", "speaking". The tasks of the first three sections in the demonstration versions were given answers, and for the tasks of the fourth and fifth sections, evaluation criteria were given.
Demonstration versions of the exam in English for grade 11 for 2009 - 2014 already consisted of four sections: "listening", "reading", "grammar and vocabulary", "writing". The tasks of the first three sections in the demonstration versions were given answers, and for the tasks of the fourth section, evaluation criteria were given.
Thus, from demonstration versions of the Unified State Exam 2009 - 2014 the "speaking" section was excluded.
AT 2015 USE in English began to consist of two parts: written and oral. Demonstration version of the written part of the USE 2015 in English Compared to the demo version of the USE in 2014, it had the following differences:
- Numbering assignments was through throughout the variant without letter designations A, B, C.
- Was the form of recording the answer in tasks with a choice of answers has been changed: the answer has become necessary to write down the number with the number of the correct answer (and not mark with a cross).
- Listening tasks A1-A7 demo version in 2014 were transformed into task 2 written part of the 2015 demo.
AT 2015 in USE in English again returned section "speaking", now in the form oral part of the exam.
AT demo versions of the USE 2016 - 2018 in English compared with demo 2015 in Englishthere were no significant changes: the wording of the tasks of the oral part of the exam and the criteria for their evaluation were clarified.
AT demo version of the USE 2019 in English compared with demo 2018 in English the criteria for evaluating the performance of task 40 of the “Writing” section in the written part of the exam were clarified, as well as the wording of task 40, in which the exam participant was offered a choice of two topics of a detailed written statement with elements of reasoning “My opinion”.
On our website you can also get acquainted with the training materials prepared by the teachers of our training center "Resolventa" for preparing for the exam in mathematics.
For students in grades 10 and 11 who want to prepare well and pass USE in mathematics or Russian language for a high score, the training center "Resolventa" conducts
We also have organized for schoolchildren